The study investigates age-related differences between young and older adults in environment learning.
A sample of young adults (aged 2030 years) and older adults (aged 6070 years) was asked to learn a
route under three conditions: using a map (M), a description (D), or a map plus a description (MD).
Results showed that spatial recall performance, measured with map drawing and pointing tasks, was
higher under M and MD conditions, than under D condition. Only in the map drawing task were agerelated
differences modulated by the learning conditions: Young adults performed better than older
adults in D, but the two groups did not differ under M or MD conditions. In contrast, independently of
age group and learning condition, participants in the pointing task made fewer errors in aligned pointing
compared to counteraligned pointing, and the performance was determined by their reasoning ability.
Correlation analyses indicated a differential role played by age and fluid ability depending on the
learning modality and the recall task considered. Overall, our findings suggest that in environment
learning, the choice of input and the type of recall task modulate age-related differences between young
and older adults.

The study investigates age-related differences between young and older adults in environment learning.
A sample of young adults (aged 2030 years) and older adults (aged 6070 years) was asked to learn a
route under three conditions: using a map (M), a description (D), or a map plus a description (MD).
Results showed that spatial recall performance, measured with map drawing and pointing tasks, was
higher under M and MD conditions, than under D condition. Only in the map drawing task were agerelated
differences modulated by the learning conditions: Young adults performed better than older
adults in D, but the two groups did not differ under M or MD conditions. In contrast, independently of
age group and learning condition, participants in the pointing task made fewer errors in aligned pointing
compared to counteraligned pointing, and the performance was determined by their reasoning ability.
Correlation analyses indicated a differential role played by age and fluid ability depending on the
learning modality and the recall task considered. Overall, our findings suggest that in environment
learning, the choice of input and the type of recall task modulate age-related differences between young
and older adults.